Computing

Our Intent

Technology has created monumental shifts in how we live. New technology is transforming the jobs of the future and, therefore, the skill demands. At St. Luke’s, the Computing Curriculum we deliver is focused on the National Curriculum objectives for Computing. We plan our curriculum carefully to meet the National Curriculum objectives and to provide children with a balance of opportunities to learn new skills across key areas of Computing, including: Digital Literacy, Information Technology and Computer Science.

Within each year group, children are taught to use a range of technological tools in each key area; and from Years 1-6, there is vertical integration of the knowledge that is taught. A coherent yearly overview is planned so children revisit various applications, in different contexts, and build upon their prior knowledge and progress their skills. As the technological world evolves and advances, and so too our responsibilities to keep safe online, the content of the Computing curriculum is designed to be relevant and appropriate.

The Computing Curriculum also supports our children in:

change and resilience - helping children to develop the emotional resources needed to understand when they are at risk online, knowing what to do to seek help, learning from experience and recovering when things go wrong
raising aspirations - inspiring curiosity and enjoyment in technology; learning not to be passive consumers of technology but active creators, through a thoughtfully planned curriculum; establishing partnerships with local and international businesses
celebrating differences – appreciating the history of computing, the advances made in technology and the impact it has on how we live; understanding how new technologies are leading to the creation of new jobs roles which require broader skillsets; valuing the contributions made to the technological world by groups and individuals from diverse backgrounds.

The Computing Curriculum is ambitious and aims to continuously develop and challenge skills such as: active learning, analytical thinking, creativity, critical thinking, problem-solving and emotional intelligence. We aim to equip children with the building blocks needed to thrive in a digital world.

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key stage 1

Pupils should be taught to:

understand what algorithms are; how they are implemented as programs on digital
devices; and that programs execute by following precise and unambiguous instructions
create and debug simple programs
use logical reasoning to predict the behaviour of simple programs
use technology purposefully to create, organise, store, manipulate and retrieve digital content
recognise common uses of information technology beyond school
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key stage 2

Pupils should be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Planning and Delivery

The Computing Leader plans units of work for each half-term, for every year group. The learning is cross-referenced to the National Curriculum, ensuring full coverage of objectives and clearly stated on the planning documents. The Computing Lead, Class teachers and HLTAs deliver the weekly Computing lessons.

At St Luke’s, we are fortunate to have access to a variety of technological tools to support the teaching and learning of the Computing curriculum. These include: Codapillars and Beebots, to iPads complemented with a library of apps, to Chromebooks, Kano kits and desktop PCs. Having a range of resources allows children to build their skills, experiences and proficiency in different technologies, as we help them decide what are the most reliable and appropriate tools to use for a task.

Assessment in Computing:

At the end of each half-term unit, children’s work is saved electronically and, where appropriate, printed, forming a blended portfolio of work. The Computing Leader, with the teachers, will evaluate and assess children’s work against statements that describe age-related expectations outcomes.

Monitoring of Computing

The Computing Leader, SLT and Computing Curriculum Advisor from the Local Authority will monitor the teaching and learning of Computing in line with the school improvement plan and the expectations of our curriculum intent. Monitoring will take place in the following ways:

· Work scrutinies

· Planning scrutinies

· Lesson observations

· Pupil conferencing

The Computing Leader will lead on the dissemination of good practice in the subject through leading INSET, staff meetings, leading and team-teaching lessons and supporting with teacher’s subject knowledge.

Continued Professional Development

The Computing Leader seeks and plans opportunities for CPD for the subject. The school’s monitoring and evaluation schedule provides an overview of the Computing staff meetings, which develop teachers’ professional subject knowledge.

As Online Safety is a component of the Computing Curriculum, as well as being part of Safeguarding and PSHE, regular Online Safety training is provided for staff.

The Computing Leader works closely with the Computing Curriculum advisor from the local authority. The Computing advisor supports the school by leading staff meetings, modelling and team-teaching lessons across all key stages and helping teachers to develop their subject knowledge. Additionally, The Computing advisor provides ongoing support for the Computing Leader, which includes introducing new resources and initiatives to pursue and trial.

Special Education Needs provision

An inclusive environment in Computing is vital. When Computing units are planned and designed, consideration is taken to minimise any potential barriers so that all pupils can fully take part. Children who may be working below age-related expectations in core subjects are not necessarily working below in Computing – in some cases, they may excel in this subject and Computing can empower all. To overcome any barriers to participating and learning, some modifications or adjustments will be made to include everyone. For example, providing a ‘parallel’ activity so that all children are working towards the same learning objective but in a different way; considering multi-sensory approaches to support alternative ways of communicating.

Computing Overview

Example Unit Overview